Meeting the educational needs of a gifted child: A parent’s narrative

Abstract

India is currently focusing on providing education for all, and special population like the gifted is being neglected. This is evident in the case of Aditya (IQ 145), a 7-year-old boy, and his parents who after discovering that their child is gifted attempt to meet his unique educational needs. Despite evidence of Aditya qualifying in examination two grades above his age level, the school authorities neither offer acceleration nor provide appropriate resources. This study attempts to delineate the importance of combined efforts of parent, school, and the community in nurturing gifted children. Finally, the researcher makes a few recommendations for parents: (i) create support groups to share parenting experiences; (ii) explore online and local learning resources to educate themselves about giftedness and nurture their children; and (iii) identify mentors in the community or other parents who can support in meeting the educational needs of these children.

Keywords

Gifted child education system acceleration parents

Introduction

Gifted children show distinct characteristics and have unique educational needs as compared to their non-gifted peers (Peterson, 2009; Robinson and Clinkenbeard, 1998; Winebrenner, 2000). In India, amid the challenges of diversity, a large population, and limitation of resources, gifted children have received little attention (Kurup and Maithreyi, 2012; Roy, 2017). In fact, the potential of gifted children remains dormant as our education system does not provide any opportunity to identify and nurture this potential. In a regular classroom, the curriculum and teachers cater to the needs of average performing students; for gifted children, this means lack of stimulation, and slow paced learning resulting in boredom. Gifted children who are forced to waste much of their time in school sometimes resort to misbehavior in order to overcome boredom (Rotigel, 2003). Thus, gifted education scholars have always asserted the need of specialized services for these children to develop their potential (Sharma and Bapat, 2015).

In India, there is no mention of gifted learners in the educational policy nor is training available for preservice or in-service teachers to accommodate these students in their classrooms. Despite adopting the inclusive education policy in the National Curriculum Framework (NCF) (National Council for Educational Research & Training, Government of India, 2005), more focus is being given to providing compulsory education to all children and accommodating children with special needs in mainstream education. As India attempts to provide quality education to all, the challenge of catering to the needs of special groups like the gifted prevails.

Even if teachers understand the need for additional inputs for a gifted child, the school administrators may not be willing to commit financial resources or are fearful of setting a precedent of service that they may not be able to provide for other gifted children (Rotigel, 2003). In the absence of a formal program for the gifted, the responsibility of their educational needs has wholly shifted to individual parents (Kurup and Maithreyi, 2012). Parents of gifted children struggle to ensure that their child receives appropriate challenges in school as well as garners resources outside of school to develop their specific talents. In fact, Freeman (1998) suggests that without family support even schools would not be able to support a gifted child. Therefore, it is important to understand the experiences of a family in providing appropriate education and support to nurture their gifted child.

Review of literature

Worldwide there have been numerous types of in-school and out-of-school programs for gifted children. Freeman et al. (2010), in an international survey of gifted programs, found that the most frequent type of education provision was carried out in mainstream classrooms (30%). Additionally, there exists supplementary learning opportunities which consisted of homeschooling, summer schools, specialist boarding schools for specific talent areas like sports, and mentoring. These options were deemed to be expensive which meant that they catered to only a minority of the eligible population. In India, there are exclusive schools for the gifted as well as independent centers and initiatives, a brief overview of which has been presented in the following.

Gifted programs in India

Historically, India was among the first three countries to initiate gifted programs in Asia. In 1962, India set up one of the earliest schools for the gifted (Jnana Prabodhini Prashala) with enrichment programs (Chan, 2018). The government initiated Jawahar Navodaya Vidyalaya, which identifies and nurtures gifted children from rural areas. There are over 600 of them across India. Throughout the past 60 years, numerous government and private initiatives have been implemented for identifying and nurturing talent specifically in mathematics and science. Some of these initiatives are the Kishore Vaigyanik Protsahan Yojana; Jagadis Bose National Science Talent Search, in Kolkata; Innovation of Science Pursuit for Inspired Research program funded by the Department of Science and Technology, Government of India, Homi Bhabha Centre for Science Education, and Cluster Innovation Center at the University of Delhi; and the National Institute of Advanced Studies in Bengaluru (Freeman, 2002; Roy and Kurup, 2016). A few nonacademic nurturing programs for the gifted that have been initiated are Tribal Mensa Nurturing Program, which focuses on gifted children from disadvantaged backgrounds, and Kaveri Gifted Education and Research Center in Pune. These are pullout programs that run in collaboration with mainstream schools.

The abovementioned review of the Indian scenario reflects the various ongoing attempts by the Indian government and independent organizations in initiating gifted programs; nevertheless, much is left for parents to grapple with while providing additional services for their gifted child. Therefore, except for a handful of parents who can access and afford supplementary resources, most of them struggle to avail resources to meet the educational needs of their gifted children.

Parent’s role in educating the gifted child

There is a lacuna of resources available in and out of schools; therefore, the role of parents is critical in developing the potential of the child in all aspects—cognitive, emotional, and social. Gifted children deviate from the norm in their characteristics, in how they learn and respond to their surroundings (Levy and Plucker, 2003). Thus, parenting a gifted child may require a different set of skills and strategies not common to other parents. A few researchers have summarized good parenting strategies to nurture a gifted child, such as providing specific learning opportunities, creating diverse experiences and interactions with people, provision of resource material and tuition, being equipped with teaching skills, offering emotional support, and being sensitive to their needs (Freeman, 2000; Jolly and Matthews, 2012).

In a study by Vialle (2017), 32 parents and caregivers of gifted children agreed to the challenges of finding the right fit for their child’s educational needs in mainstream schools. Furthermore, they felt the need to advocate for their child or provide supplementary resources and experiences to support their child’s development. As parents of gifted children have an additional role to play in honing and nurturing their potential, giftedness may seem more like a liability and a stressor. In a study by Bishop (2012), 30 mothers of gifted children reported significantly higher levels of parenting stress than mothers of typical children. The researcher pointed out how parental stress can cause strained parent–child relationship which would be unhealthy for the development of the child.

Clearly, raising a gifted child so that they become successful adults and contribute to the society is not a single-handed job. As suggested earlier, parents of gifted children need to use unique strategies, have to advocate for their child’s needs, and need to reach out to collaborate with schools and mentors and cope with the stressors that come from this additional responsibility. These children are valuable human resource for the nation, and given appropriate challenge and opportunities can become contributors for the development and well-being of society. In a bid to understand the struggles of a parent in finding resources for their gifted child, this study was undertaken. This study explores the experiences of 7-year-old Aditya and his parents who after discovering that their child is gifted attempt to meet his unique learning needs within and outside the school system. The study raises some pertinent questions—How does a school respond to the presence of gifted children in regular classrooms? In the absence of educational policy and provision, does the school support the need of gifted children? What will be the outcome of continued disregard of educational needs of gifted children? What are the academic concerns of parents of gifted children? What support will parents of gifted children need to nurture the child’s academic potential?

Methodology

Sample

The researcher has chosen a single-case study method with the objective of examining the educational needs of a 7-year-old gifted child, the limitations of the current school system in meeting his needs, and the challenges faced by the parents in nurturing the child’s potential.

Personal background

Aditya (name changed) is an only child to parents who come from a middle-class family. They are currently staying in Tarapur, which is an industrial town in Palghar district, in the state of Maharashtra, India. His father is at the post of an engineer at an energy power plant and mother (postgraduate in bioinformatics) is a homemaker. Both parents have done their schooling in a local school (medium of instruction is the regional language) and come from traditional middle-class families.

Educational background

When the researchers met Aditya, he had just completed grade 1. Based on the reports by the parents, the school is affiliated to the Central Board of Secondary Education (CBSE). It has good infrastructural facilities like an audiovisual room, a well-stocked library, laboratories, and a sports ground. Teachers have graduate degree in education, which is the required training level expected by the CBSE. Additionally, the school also employs a special educator who is trained to work with children with learning disabilities, attention deficit disorder, or other developmental deficits.

Procedure

Parents and the child were primary sources of information. Parents gave researchers access to Aditya’s intelligence test (IQ score) and attention deficit hyperactivity disorder (ADHD) screening tool reports. The mother shared teachers’ feedback about Aditya in school with the researcher. Data were gathered from one face-to-face meeting with the family, followed by exchanges (five exchanges) over detailed e-mails for over 2 years, which were analyzed. In addition, the parents responded to specific questions posed by the researcher and responded to a gifted characteristic checklist through e-mail.

The parents had approached the researcher to receive guidance to understand their child’s potential and to seek resources to meet his advanced learning needs. After guidance was offered, the researcher obtained informed written consent from the parents to use the information that was shared by them for research and publication purposes. Moreover, names and any identifiers that could compromise confidentiality have been changed.

Results

School’s view of Aditya’s characteristics and needs

When Aditya started school, his kindergarten teachers immediately recognized his exceptional abilities. According to them, he showed capacity to grasp advanced material and could easily finish tasks that other children his age struggled with or were able to do with practice. His advanced verbal and numerical capacities were reflected through his ability to read three-letter words (in Marathi, his first language) at the age of 4 years. This is an indication of early development as the ability to read words occurs at the age of 6 years and above in most children (Feldman, 2015). Additionally, he was able to attempt simple addition and subtraction. His teachers at the time admired his advanced abilities.

Thereafter, Aditya was promoted to the grade 1 with his age peers where he was expected to sit for long hours in the classroom, was assigned repetitive writing assignments, and introduced to simple addition and subtraction (concepts he had already mastered in Kindergarten). This elementary school appeared to focus more on marks obtained in an examination, insisted on rote learning methods, expected reproduction of work in specified formats, and diligent practice and repetition of concepts and skills. These were the very factors that resulted in Aditya losing interest in doing school work and learning. Subsequently, the teachers noticed that Aditya finished the given work quickly and caused disruption in the classroom. As reported by the teachers, he would move around in class while others were seated, answered, or spoke without turn, and once even made paper balls from torn sheets from his notebook and threw them at others. The teachers were unable to respond to Aditya’s refusal to complete written work assigned to all students in class and his constant need for attention. One instance happened during Math class, while Aditya was writing answers to the problems given on the board, the teacher questioned him about not using the prescribed steps to do the addition. Aditya tried to tell the teacher that he was able to count numbers in his head and so did not need to draw sticks to count. The teacher unable to accept Aditya’s proficiency at math and his need for higher level concepts reprimanded him for this and insisted that he follow the method taught in class. Hereafter, the teachers repeatedly called parents for meetings to address what they deemed as Aditya’s “hyperactive behavior.”

The abovementioned excerpt shows that teachers who were initially fascinated to see a young boy perform high-level tasks both at home and in school began to see the challenge it imposed on their ability to sustain his interest. According to Silverman (1993), a child with such superior abilities in a classroom where majority of the children are of average ability may feel out of sync with age peers and with age-based school expectations (Bishop, 2012). Owing to the ability of quick and logical thinking, need for novel experiences and superior memory of gifted children causes boredom and leads to disturbance in class for teachers who are impatient and unaware of the needs of gifted children.

Parent’s view of Aditya’s characteristics and needs

Early signs of gifted behavior can be observed only by the most significant person in a child’s life, that being his mother. Aditya’s mother shared that he had achieved several cognitive developmental milestones earlier than expected for his age. For instance, after birth, during the first couple of months, his attention span for a few toys would be a couple of minutes compared to babies his age who would not focus on a single object for more than a few seconds. He showed avid interest in learning words when he was just 3 years by pointing out to letters and insisting that the adults read them out repeatedly. Parent’s reports suggest that Aditya was curious and was a keen observer of the things around him. These are supported by studies indicating that visual attention, and visual recognition memory during infancy, are reasonably effective predictors of general intelligence in childhood (Robinson, 1987).

When the parents were encouraged by the positive feedback they received from Aditya’s kindergarten teachers, they continued to nurture his language and mathematical abilities. Like most early readers, one day Aditya read out the headlines of a local Marathi newspaper before he turned 5 years. From an early age, children with high ability show characteristics like inquisitiveness, seeking cause–effect relationships, ability to understand and retain information quickly, advanced vocabulary, and high sensitivity. This was observed by both parents and teachers in the case of Aditya.

After Aditya was promoted to elementary school, parents were perplexed with the constant complaints they received from the teachers and thereby decided to consult a psychiatrist. Aditya’s psychological assessment report at the age of 5 years 8 months stated that he had an IQ score of 145 on Wechsler Intelligence Scale for Children, which placed him in the highly gifted category. In addition, the report also made a provisional diagnosis of ADHD predominantly hyperactive, impulsive type. The superior IQ score validated the parent’s observations regarding Aditya’s precociousness, but they disagreed with the ADHD diagnosis. This could be because certain characteristics of gifted children can be misinterpreted as ADHD. A study by Webb and Latimer (1993) reported that both groups often possess high activity levels, have difficulty paying attention, act without much forethought, experience problems persisting on certain tasks, and have difficulty following rules (Hartnett et al., 2004). Further investigation will be needed to gain clarity regarding a misdiagnosis of ADHD or a need for dual diagnosis of gifted coexisting with ADHD which would make him twice-exceptional.

Encouraged by the psychological test report, parents further explored Aditya’s ability in Math. The parents discovered that at 6 years of age Aditya was able to solve problems that were of grade 4 level. Although the mother had noticed instances of his excellent photographic memory, high level of curiosity for anything new, and creative thinking, his high proficiency in numerical ability astounded her. Considering that he showed ease with math concepts 3 years ahead of his age level, the mother approached the school with a request of allowing Aditya to undergo above-level testing. As an attempt to pacify the parents, Aditya was permitted to attempt one grade higher examinations. Thus, when Aditya was promoted to grade 2, he had already cleared that grade with above average score in all subjects. After a couple of months, he cleared grade 3 exams as well. This gave a clear indication for the need for acceleration or grade skipping and the parents requested the school to take appropriate action. But, owing to lack of appropriate educational provisions and policy, the school did not accelerate him and resorted to merely appreciating the child’s potential.

Parenting is a stressful experience while ensuring that the right learning environment is created at home and in school for the child. Parents of gifted children need to constantly engage their child with challenging activities, varied learning resources, and continuous attention and interaction from early childhood. The stress levels increase when they realize that the school is unable to cater to their child’s educational needs. This results in the constant struggle of these parents to keep up with their child’s daily needs, his need for development in physical, social, and emotional areas as well as providing for his educational needs.

Aditya’s mother describes her position,

when I would try to talk with others about this matter they would get bored and when I stopped talking with them, they thought I was being rude. The worse thing was that because of all this tension, I would sometimes be irritable with Aditya without any reason. I would later feel extremely bad (guilty) about it. I have understood that I must increase my capacity to face all these problems. I must be patient with Aditya as well as others.

Aditya’s father contributes by spending time nurturing his numerical ability. He is extremely supportive of the mother’s efforts and they work together through issues like pressure to comply with school expectations, conforming to general parenting norms and challenges in nurturing Aditya’s abilities.

The abovementioned section describes the struggle of parents to prove to the school that their child has advanced abilities and therefore needs different and additional learning resources. Despite having evidence, and advocating strongly for their child, the school was unable to support this family.

Discussion

Fulfilling educational needs of a gifted child—School’s role

Aditya’s experience of school drastically changed as he transitioned from kindergarten to elementary school. This is supported by other studies, which suggest that gifted children may flourish within their families, but they may lose their interest for learning and even fall into underachievement upon entering school (Robinson et al., 2002). Teachers who lack creative ways of keeping gifted children engaged may at times mislabel the child as having ADHD. Gifted children spend a lot of their school time waiting for the teacher to start a new topic which is stimulating and holds their attention. They may simply be bored with regular teaching and this would make it difficult for the child to remain focused (Hartnett et al., 2004). Similar is the case with Aditya, where there is a mismatch between his educational needs and the school environment. This could have multiple consequences for the gifted child’s learning and performance, their motivation, and their personal adjustment (Robinson, 2002).

Gifted children prefer active participation rather than spectator approaches to learning (Casey and Shore, 2000). Moreover, they tend to be independent, nonconforming, and highly self-motivated learners (Griggs and Dunn, 1984). In a study by Bleske-Rechek et al. (2004), it was confirmed that high-school students who took Advanced Placement courses, compared with their intellectual peers who did not, were more satisfied. They also reported that when these students encountered a lack of intellectual challenge, they experienced distress which affected their achievement in subsequent years. For Aditya to continue to be engaged in school, the curriculum needs to suit his level of intellectual ability and pace of learning. The regular classroom teachers will need to equip themselves with strategies like flexible grouping, opportunity for advanced level projects, modifications in the curriculum among others (Westberg and Archambault, 1997). In India, large classroom sizes and unrealistic student teacher ratios are a deterrent for teachers and school administrators to meet the needs of gifted learners (Roy, 2017). Furthermore, Aditya’s advanced ability is not recognized by his current teachers, nor have they understood his need for high stimulation. It is evident that there is need for professional development courses in gifted education to empower the teacher with strategies to accommodate Aditya’s needs in the regular classroom. If the school is unable to provide support to Aditya, who then can address his need for advanced learning?

As reported by the parents, this school has adequate resources and infrastructure and is very conscientious about student performance. Despite evidence of Aditya’s ability to understand and apply advanced concepts and qualifying in examination two grades above his age level, the school authorities refused to accelerate Aditya. This shows rigidity in the school system as well as lack of policies or directives which the parents can use to advocate for their gifted child. Often school programs and policies prioritize offering enrichment activities to all children and offering counseling and special education services to what they consider the “disadvantaged group.” In this myriad of activities, there is clear absence of financial and other resources directed toward needs of gifted children. In fact, education for the gifted is deemed to be an elitist idea (Adams-Byers et al., 2004; Kurup and Maithreyi, 2012; O’Reilly, 2012; Rotigel, 2003), where for a country like India with such a large population, providing resources for all becomes a more agonizing question than making special provisions for a mere 5–10% of the population.

Fulfilling educational needs of a gifted child—Parent’s role

In the absence of educational policies and unavailability of resources for gifted children as is the case in India, parents become solely responsible for nurturing their child’s potential. Clelland (2009) conducted a research on parental concerns of gifted children. The concerns that topped the parents’ list indicative of parental stress were to provide the “right” kind of learning environment for their gifted children, whether to act as an advocate for their children in the school or creating opportunities for their children’s talent development outside the school. There is also evidence that parents did not feel their children were getting as much out of school as they wanted them to, which resulted in the children being bored, or underachieving (Clelland, 2009; Yoo and Moon, 2006). This results in parents of gifted children experiencing a higher level of stress than parents of typical children (Bishop, 2012; Renati et al., 2017).

For a gifted child, the influence of family can determine whether talent is recognized and allowed to flourish (Olszewski-Kubilius et al., 2018). Parents may need to train themselves in gifted education, garner support of other parents of high-ability children to advocate in schools and the community as well as pool resources (people as well as organizations) that can help to nurture the potential of these children. A case study of a gifted Indian 6-year-old boy (Desai, 2016) outlined the significant role of parents in nurturing their gifted children. The researcher noted how parents need to have the courage to face all challenges, acquire appropriate books, school, mentors, and gifted friends to interact with so that gifted children can continue being challenged and nurtured. In the current scenario, where the school is unable to accommodate Aditya’s needs, parents may need to consider nontraditional educational options like alternative education, open schooling, or homeschooling.

For Aditya who maybe twice exceptional, parents can attempt to meet his learning needs independently but also build an effective relationship with the school. A school counselor who is trained in gifted counseling can play a mediating role between the family and the school as pointed out by Hackney in 1981 (cited in Keirouz, 1990). Parents in India with the regular school system have been able to request the school to let the child borrow extra books from the library or be allowed to solve problems from a book he would bring to class after completing the given work (Desai, 2016). Additionally, a sense of intense loneliness and frustration can and often does lead to parental stress in families of gifted children (Renati et al., 2017). Thus, a child’s development is impacted by three spheres of influence—school, family, and community. When these three environments work collaboratively, the child’s educational development will be enhanced (Welsh, 2015). As Aditya’s mother shared

I think he needs a school which enhances his natural talent and creativity. He needs a school where they encourage children to learn and not just study for exams and marks. The school needs to have flexibility so that Aditya can pursue his interest in Math, music, cooking and not follow schedules imposed by the teacher.

Conclusion

This is a single-case study, but it may speak for several children like Aditya who go unnoticed while facing challenges in a society and school that does not recognize giftedness nor offers opportunities to nurture. Gifted children have unique characteristics and needs and therefore require special provisions just like those with special needs. Parents of gifted children like Aditya, who seek the services of a counseling center for the gifted value challenging education systems and will actively, seek assistance in understanding their child’s abilities. Thus, the school and community need to support families with gifted children to help the child have a sense of belonging to a certain group, for parents a platform to share their challenges and collaborate to provide resources to nurture the gifted child.

The researchers recommend the following initiatives to support gifted children and their educational needs.

Parents can create support groups to share their parenting experiences.

Parents can explore online and local resources to educate themselves about giftedness and to nurture their children.

Identify mentors in the community or other parents of gifted children who can support in meeting the educational needs of gifted children.

Review policies that emphasize equal education as opposed to equity in educational opportunities.

Invest in further research that can develop insights into the needs of gifted children, their families, and the school relevant to the Indian context.

Footnotes

Acknowledgement

The authors acknowledge Kaveri Gifted Education and Research Center, Pune, for their support in this research project.

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

ORCID iD

SA Manasawala

References

Adams-Byers

Whitsell

Moon

(2004) Gifted students’ perceptions of the academic and social/emotional effects of homogeneous and heterogeneous grouping. Gifted Child Quarterly 48(1): 7–20.

Bishop

(2012) Parenting stress in mothers of gifted and typical children. Master’s Thesis, University of Alberta, Canada. Available at: https://era.library.ualberta.ca/items/c5166676-4a9a-4add-9eaa-89950c8624d1/download/b7852b8c-32fd-4d87-83b1-2c354134f0a2 (accessed 15 July 2013).

Bleske-Rechek

Lubinski

Benbow

(2004) Meeting the educational needs of special populations human capital. Psychological Science 15(4): 217–224.

Casey

Shore

(2000) Mentors’ contributions to gifted adolescents’ affective, social, and vocational development. Roeper Review 22(4): 227–230.

Chan

(2018) Gifted education in Asia. In: Pfeiffer

(ed) APA Handbook of Giftedness and Talent. Washington: American Psychological Association, pp. 71–84.

Clelland

(2009) Needs for information and concerns of parents of gifted children in four Canadian provinces. Doctoral dissertation, Simon Fraser University, Canada. Available at: http://summit.sfu.ca/system/files/iritems1/9753/ETD4794.pdf (accessed 2 January 2016).

Desai

(2016) Parenting and nurturing of a six years old Indian gifted boy: a case study. In: Patwardhan

Deshpande

Deo

(eds) Proceedings of national conference on beyond horizons: giftedness in 21st century, Pune, 7–9 February 2013, pp. 162–172. Pune: Jnana Prabodhini Samshodhan Sanstha.

Feldman

(2015) Development Across the Life Span, 7th ed. Noida: Pearson Education India.

Freeman

(1998) Educating the Very Able: Current International Research. London: The Stationery Office.

10.

Freeman

(2000) Families, the essential context for gifts and talents. In: Heller

Monks

Sternberg

Subotnik

(eds) International Handbook of Research and Development of Giftedness and Talent. Oxford: Pergamon Press, pp. 573–585.

11.

Freeman

(2002) Out-of-School Educational Provision for the Gifted and Talented Around the World. Part Two: The Conclusions. London: Department of Education and Skills. Available at: http://www.joanfreeman.com/pdf/Text_part_one.pdf. (accessed 5 January 2016).

12.

Freeman

Raffan

Warwick

(2010) Worldwide Provision to Develop Gifts and Talents: An International Survey. Reading, UK: CfBT.

13.

Griggs

Dunn

(1984) Selected case studies of the learning style preferences of gifted students. Gifted Child Quarterly 28(3): 115–119.

14.

Hartnett

Nelson

Rinn

(2004) Gifted or ADHD? The possibilities of misdiagnosis. Roeper Review 26(2): 73–76.

15.

Jolly

Matthews

(2012) A critique of the literature on parenting gifted learners. Journal for the Education of the Gifted 35(3): 259–290.

16.

Keirouz

(1990) Concerns of parents of gifted children: a research review. Gifted Child Quarterly 34(2): 56–63.

17.

Kurup

Maithreyi

(2012) A review of challenges in developing a national program for gifted children in India’s diverse context. Roeper Review 34(4): 215–223.

18.

Levy

Plucker

(2003) Assessing the psychological presentation of gifted and talented clients: a multicultural perspective. Counselling Psychology Quarterly 16(3): 229–247.

19.

National Council for Educational Research & Training, Government of India (2005) National Curriculum Framework. New Delhi, India.

20.

Olszewski-Kubilius

Worrell

Subotnik

(2018) The role of the family in talent development. In: Pfeiffer

Shaunessy Dedrick

Foley Nicpon

(eds) APA Handbooks in Psychology: APA Handbook of Giftedness and Talent. Washington, DC: American Psychological Association, pp. 465–477.

21.

O’Reilly

(2012) Gifted education in Ireland. Journal for the Education of the Gifted 36(1): 97–118.

22.

Peterson

(2009) Myth 17: gifted and talented individuals do not have unique social and emotional needs. Gifted Child Quarterly 53(4): 280–282.

23.

Renati

Bonfiglio

Pfeiffer

(2017) Challenges raising a gifted child: stress and resilience factors within the family. Gifted Education International 33(2): 145–162.

24.

Robinson

Clinkenbeard

(1998) Giftedness: an exceptionality examined. Annual Review of Psychology 49: 117–139.

25.

Robinson

(1987) The early development of precocity. Gifted Child Quarterly 31(4): 161–164.

26.

Robinson

(2002) Assessing and Advocating for Gifted Students: Perspectives for School and Clinical Psychologists (RM02166) . Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.

27.

Robinson

Reis

Neihart

, et al. (2002) Social and emotional issues facing gifted and talented students: what have we learned and what should we do now? In: Neihart

Reis

Robinson

Moon

(eds) The Social and Emotional Development of Gifted Children: What Do We Know? Waco, TX: Prufrock Press, pp. 267–288.

28.

Rotigel

(2003) Understanding the young gifted child: guidelines for parents, families, and educators. Early Childhood Education Journal 30(4): 209–214.

29.

Roy

(2017) Gifted education in India. Cogent Education 4(1): 1–18.

30.

Roy

Kurup

(2016) A critical assessment of gifted education in India. In: Dai

Kuo

(eds) Gifted Education in Asia: Problems and Prospects. Charlotte: Information Age, pp. 147–165.

31.

Sharma

Bapat

(2015) Mentoring young minds: responding the needs of gifted children. International Journal of Science and Research 4(5): 2891–2892.

32.

Silverman

(1993) The gifted individual. In: Silverman

(ed) Counselling the Gifted and Talented. Denver: Love, pp. 3–23.

33.

Vialle

(2017) Supporting giftedness in families: a resources perspective. Journal for the Education of the Gifted 40(4): 372–393.

34.

Webb

Latimer

(1993) ADHD and children who are gifted. Exceptional Children 60(2): 183–185.

35.

Welsh

(2015) The Relationship Between Identified Gifted and Talented Children and Their Parents. New York, NY: St John’s University, ProQuest Dissertations & Theses Global.

36.

Westberg

Archambault

(1997) A multi-site case study of successful classroom practices for high ability students. Gifted Child Quarterly 41(1): 42–51.

37.

Winebrenner

(2000) Gifted students need an education, too. Educational Leadership 58(1): 52–56.

38.

Yoo

Moon

(2006) Counseling needs of gifted students: an analysis of intake forms at a university-based counseling center. Gifted Child Quarterly 50(1): 52–61.